scholarly journals 459 The Impact of Toxic Stress on a Developing brain

Author(s):  
Vanja Slijepcevic Saftic ◽  
Gordana Buljan Flander ◽  
Ella Selak Bagarić
PEDIATRICS ◽  
2016 ◽  
Vol 137 (Supplement 3) ◽  
pp. 154A-154A
Author(s):  
Blythe Berger ◽  
Ronald Seifer ◽  
Ailis Clyne

2002 ◽  
Vol 140 (6) ◽  
pp. 646-653 ◽  
Author(s):  
Pierre Gressens ◽  
Marta Rogido ◽  
Bénédicte Paindaveine ◽  
Augusto Sola

Societies ◽  
2018 ◽  
Vol 8 (4) ◽  
pp. 115
Author(s):  
Paula Zeanah ◽  
Karen Burstein ◽  
Jeanne Cartier

Recognition that economic, environmental, and social adversity affects health is not new; adversity may result from social determinants such as poverty, community violence, or poor nutrition; from within the family/caregiving environment; or interactions between these complex environs. However, compelling new research demonstrating the profound impact of cumulative early adversity and toxic stress on development and adult health is leading to the mobilization of global prevention and intervention efforts to attain and assure better health for populations across the world. In this paper, we begin with a global population perspective on adversity and discuss priorities for global health. We then turn to studies of adverse childhood experiences to consider current understanding of how early experiences impact brain development and short- and long-term health. Factors that build resilience and buffer the effects of toxic stress and adversity are described, with emphasis on the foundationally protective role of safe and nurturing caregiving relationships. We discuss the implications of these findings in terms of community health and present a participatory research paradigm as a relationship-based method to improve community engagement in identifying and mitigating the impact of adverse childhood experiences on health.


2018 ◽  
Vol 35 (1) ◽  
pp. 89-98 ◽  
Author(s):  
Marília Souza Silva BRANCO ◽  
Maria Beatriz Martins LINHARES

Abstract Development is characterized by quantitative and qualitative changes that occur in a predetermined sequence. However, development could be affected by adversities, which change its typical course. The present study aimed to carry out a review of the concept of toxic stress, used in the Shonkoff’s Ecobiodevelopmental Theory, and to analyze its impact on human development. A search was conducted in the PubMed database, which yielded 12 conceptual articles from 2000 to 2013. The results were categorized into themes. The theory proposed by Shonkoff aims to elucidate the impact of stress on child development, based on other developmental theories. Toxic stress pertains to the prolonged activation of the body as a response to the stress system that can provoke neurobiological and psychological damages. The interventions proposed in the reviewed studies were effective in minimizing the negative effects of this type of stress, as well as in providing support to the caregivers of children.


2013 ◽  
Vol 38 (1) ◽  
pp. 28-35 ◽  
Author(s):  
Lisa Joanne DeGregorio ◽  
Sara McLean

Children in care, who have been maltreated, consistently demonstrate poorer educational outcomes than their peers. A number of reasons have been suggested for this such as a lack of stability and opportunities, as compared to their peers. One possible contributor to the poorer educational attainment of children in care is their underlying cognitive vulnerabilities. Cognitive deficits in maltreated children are thought to arise as a result of the impact of trauma on the developing brain. These cognitive deficits include difficulties with executive functioning. Executive functioning abilities include the ability to inhibit behaviour, plan ahead and switch from task to task and are critical for navigating the day to day requirements of educational settings. This article summarises what we know about the cognitive vulnerabilities of maltreated children in care and outlines the implications of these cognitive deficits for supporting maltreated children.


2021 ◽  
Vol 22 (15) ◽  
pp. 8218
Author(s):  
Tatyana Y. Postnikova ◽  
Alexandra V. Griflyuk ◽  
Dmitry V. Amakhin ◽  
Anna A. Kovalenko ◽  
Elena B. Soboleva ◽  
...  

Febrile seizures (FSs) in early life are significant risk factors of neurological disorders and cognitive impairment in later life. However, existing data about the impact of FSs on the developing brain are conflicting. We aimed to investigate morphological and functional changes in the hippocampus of young rats exposed to hyperthermia-induced seizures at postnatal day 10. We found that FSs led to a slight morphological disturbance. The cell numbers decreased by 10% in the CA1 and hilus but did not reduce in the CA3 or dentate gyrus areas. In contrast, functional impairments were robust. Long-term potentiation (LTP) in CA3-CA1 synapses was strongly reduced, which we attribute to the insufficient activity of N-methyl-D-aspartate receptors (NMDARs). Using whole-cell recordings, we found higher desensitization of NMDAR currents in the FS group. Since the desensitization of NMDARs depends on subunit composition, we analyzed NMDAR current decays and gene expression of subunits, which revealed no differences between control and FS rats. We suggest that an increased desensitization is due to insufficient activation of the glycine site of NMDARs, as the application of D-serine, the glycine site agonist, allows the restoration of LTP to a control value. Our results reveal a new molecular mechanism of FS impact on the developing brain.


2020 ◽  
Vol 5 (S1) ◽  
pp. 15-20
Author(s):  
Lu Liu

As part of a larger evaluation study on the impact of mindfulness practices on school leaders’ capacity to promote healing-centered engagement with students and teachers who have a history of trauma, toxic stress, and/or underperformance, mindfulness practices turned out to be critically important during COVID-19 when school leaders facing unprecedented difficulty and challenges in transitioning the instructions online. The two mindfulness strategies with the highest scores are the breathing practices and the concept of “being the thermostat, and not the thermometer” in guiding the leaders. The study shows that learning and practicing mindfulness is a long process which takes time and space and future studies are recommended to focus on the sustainability and group difference issues.


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